Professional Documents
Culture Documents
SAT Guide
SAT Guide
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Dear Educator,
In spring 2016, your students are going to open the
books on a redesigned SAT. The redesigned test they
encounter will be a more purposeful, focused, and engaging
assessment, designed with a new eye on classroom
realities. Between now and the first redesigned SAT
administration, youre guaranteed to be on the receiving
end of student questions, and you probably have your own
questions about how the redesign relates to teaching and
learning in your classroom.
The Redesigned SAT Teacher Implementation Guide was
created for teachers and curriculum specialists to generate
ideas about integrating SAT practice and skill development
into rigorous course work through curriculum and
instruction. When students engage in rigorous course work,
they give themselves the best chance to succeednot
just on the SAT, but also in college and career. Weve been
reaching out to K12 teachers, counselors, administrators,
and curriculum specialists throughout the redesign process.
Educator feedback is the basis and inspiration for this
guide, which covers the whys and hows of the redesigned
SAT and its benefits for you and your students.
At the heart of this guide are annotated sample SAT
questions, highlighting connections to the instruction
and best practices occurring in classrooms like yours. We
indicate Keys to the SAT (information about test changes),
General Instructional Strategies for each test and SkillBuilding Strategies linked to specific sample questions from
the Reading, Writing and Language, Essay, and Math Tests.
In sum, these recommendations are intended to support
teachers across all content areas and enhance instruction
that builds skills necessary for college and career success
for each student.
Look for several new and valuable assessment activities
throughout the 201516 school year, including:
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Cynthia B. Schmeiser
Chief of Assessment
The College Board
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Table of Contents
11
12
14
14
Test Overviews
14
15
Test Specifications
15
19
Sample Questions
26
27
Test Specifications
28
31
Sample Questions
40
41
Test Specifications
41
43
Sample Questions
47
48
Test Specifications
49
58
Sample Questions
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68
Overview
69
70
72
72
Reading Test
Essay
Math Test
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75
82
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SECTION 1:
Focused Assessments
Enabling students to concentrate on
what matters most in classroom work.
Career
Opportunity
Personalized
Practice
Opening futures by
providing the skills
and planning tools
students need.
Strengthening
student
achievement
with free,
focused support.
College Opportunity
Removing barriers to applying
and paying for college.
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For Students In
Launch Date/
AssessmentTiming
Description
SAT
11 and 12 grades
(juniors and seniors)
Spring 2016/
Administrations
throughout the school year
PSAT/NMSQT
October 2015/Two
Wednesdays in 2015*
PSAT 10
10 th grade (sophomores)
PSAT 8/9
8 th and 9 th grades
th
th
* The College Board is committed to offering a Saturday administration for PSAT/NMSQT again in the fall of the 201617
school year.
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The College Board strongly encourages the use of gradeappropriate assessments. Working together, College Board
assessments provide benchmarks (minimum scores indicating
whether students are on target for college and career readiness)
and consistent feedback for measuring student progress over
timeallowing teachers to accelerate students according to their
level of achievement.
make careful and deliberate use of evidence as they read and write;
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on questions that students answer correctly. There is no pointdeduction for wrong answers, which will encourage students to
give the best answer for every question rather than skip questions
about which they are unsure.
Free resources for practice and review. In the months leading up
to the test, students will have access to free resources that
introduce them to the SAT and give them a chance to enhance
their preparation with targeted review and authentic practice.
The College Board is partnering with Khan Academy to provide
free practice materials that will be personalized, interactive, and
engaging to help students prepare for the redesigned SAT. (More
information can be found in Section 4 of this guide.)
important things students can do to prepare for the SAT? Take the
most challenging courses available to them, do their best work,
and benefit from daily instruction that prepares them for college
and career. See Section 4 (Preparing Your Students for Success
on the Redesigned SAT) for some suggestions. What is the single
best way you can prepare your students? Continue to develop
and focus on the college and career readiness skillsreading
comprehension, writing, analysis of text and data, and problem
solvingthat youre already teaching in your discipline.
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We understand that your students are your priority and that the most
important thing you can do is to focus on the work that takes place in
your own classroom. The SAT your students will take beginning
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SECTION 2:
Current SAT
Redesigned SAT
Components
a) Critical Reading
b) Writing
Reading Test
c) Mathematics
d) Essay
b) Math
c) Essay (optional)
Important
Features
Essay
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Time Allotted
(min.)
Redesigned SAT
Number of
Questions/ Tasks
Component
Time Allotted
(min.)
Number of
Questions/ Tasks
Critical Reading
Reading
65
52
Writing
Writing and
Language
35
44
Essay
Essay (optional)
50
Mathematics
70
54
Math
80
58
Total
225
171
Total
Words in Context.
Instead of being asked to define obscure and seemingly
random words, commonly called SAT words, students
will encounter relevant words and phrases that derive their
meanings form the contexts in which they are used. These
skills are broadly useful in numerous subjects and careers.
Students will analyze materials from a variety of content areas
(literature and literary nonfiction, science, history, and social
studies) and on career-related topics. Students will use textual
evidence to support their answers, and they will apply an
understanding of how authors make use of evidence.
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Across all components of the exam, students will be asked to
apply their reading, writing, language, and math skills to answer
questions in science, history, and social studies contexts.
The U.S. Founding Documents, including the Declaration of
Independence, the Bill of Rights, and the Federalist Papers,
have helped inspire a conversation that continues to this day
about the nature of civic life. Over time, authors, speakers,
and thinkers from the United States and around the world,
including Edmund Burke, Mary Wollstonecraft, and Mohandas
Gandhi, have broadened and deepened the conversation
around such vital matters as freedom, justice, and human
dignity. Every time students take the SAT, they will encounter
a passage from one of the founding documents or from a text
from the global conversation. Our hope is to inspire a close
reading of these rich, meaningful, often profound texts not only
as a way to develop valuable college and career readiness skills
but also as an opportunity to reflect on and deeply engage
with issues and concerns central to informed citizenship.
Rights-Only Scoring.
The redesigned SAT will remove the correction for guessing
that has been used to score the SAT in the past. Instead,
students will earn points for the questions they answer
correctly. This move to rights-only scoring encourages
students to give the best answer they have to every question.
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SECTION 3:
Reading Test
The overall aim of the Reading Test is to determine whether
students can demonstrate college and career readiness proficiency
in comprehending a broad range of high-quality, appropriately
challenging literary and informational texts in the content areas of
U.S. and world literature, history/social studies, and science. The
test will comprise a series of passages and associated multiplechoice questions; to answer the questions, students must refer
to what the passages say explicitly and use careful reasoning to
draw supportable inferences.
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Number
Time Allotted
65 minutes
Total Questions
52 questions
Percentage of Test
100%
100%
Passage Based
100%
10 questions
(2 questions per passage/pair)
19%
Command of Evidence
(Across Reading and Writing and
LanguageTests)
10 questions
(2 questions per passage/pair)
21 questions
(all history/social studies questions)
Analysis in Science
(Across Math, Reading, and Writing and
Language Tests)
21 questions
(all science questions)
1 passage; 10 questions
History/Social Studies
Science
Passage Contents
Graphics
12 graphics in 1 History/Social Studies passage and in 1 Science
passage
Text and Graphical Complexity
Text Complexity
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Content Dimension
Description
Text Complexity
Reading closely
These question focus on the explicit and implicit meaning of text and
on extrapolating beyond the information and ideas in a text.
The student will identify information and ideas explicitly stated in text.
The student will cite the textual evidence that best supports a given
claim or point.
The student will identify explicitly stated central ideas or themes in text
and determine implicit central ideas or themes from text.
Summarizing
Understanding relationships
Rhetoric
The student will determine how the selection of specific words and
phrases or the use of patterns of words and phrases shapes meaning
and tone in text.
The student will determine the point of view or perspective from which
a text is related or the influence this point of view or perspective has on
content and style.
Analyzing purpose
The student will determine the main or most likely purpose of a text or
of a particular part of a text (typically, one or more paragraphs).
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Assessing reasoning
Analyzing evidence
The student will assess how an author uses or fails to use evidence to
support a claim or counterclaim.
Synthesis
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Description
The student will synthesize information and ideas from paired texts.
(Note: All of the skills listed above may be tested with either single or
paired passages.)
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Passage 1
Line
5
10
15
20
25
30
35
SKILL-BUILDING STRATEGY:
Students may be unaccustomed
to the length and difficulty of
Reading Test passages. Assign
a range of reading passages
that includes some longer and
more difficult selections, and
provide students with needed
scaffolding and support so that
they can develop the needed
independence in reading such
pieces.
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Passage 2
40
45
50
55
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For one month after they left the nest, I led my four young ravens at
least once and sometimes several times a day on thirty-minute walks.
During these walks, I wrote down everything in their environment they
pecked at. In the first sessions, I tried to be teacher. I touched specific
objectssticks, moss, rocksand nothing that I touched remained
untouched by them. They came to investigate what I had investigated,
leading me to assume that young birds are aided in learning to identify
food from the parents example. They also, however, contacted almost
everything else that lay directly in their own paths. They soon became
more independent by taking their own routes near mine. Even while
walking along on their own, they pulled at leaves, grass stems, flowers,
bark, pine needles, seeds, cones, clods of earth, and other objects they
encountered. I wrote all this down, converting it to numbers. After they
were thoroughly familiar with the background objects in these woods and
started to ignore them, I seeded the path we would later walk together with
objects they had never before encountered. Some of these were
conspicuous food items: raspberries, dead meal worm beetles, and cooked
corn kernels. Others were conspicuous and inedible: pebbles, glass chips,
red winterberries. Still others were such highly cryptic foods as encased
caddisfly larvae and moth cocoons. The results were dramatic.
The four young birds on our daily walks contacted all new objects
preferentially. They picked them out at a rate of up to tens of thousands of
times greater than background or previously contacted objects. The main
initial criterion for pecking or picking anything up was its novelty. In
subsequent trials, when the previously novel items were edible, they
became preferred and the inedible objects became background items, just
like the leaves, grass, and pebbles, even if they were highly conspicuous.
These experiments showed that ravens curiosity ensures exposure to all or
almost all items in the environment.
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SKILL-BUILDING STRATEGY
To help students recognize how
an authors selection of words
and phrases shapes meaning,
style, and tone, ask them to
select a particularly meaningful
or powerful word or phrase
from a reading selection and
substitute for it another word
or phrase of similar meaning.
Discuss how it is uncommon
for two words or phrases to
have exactly the same impact,
nuance, or connotation even
when they have similar
dictionary definitions.
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Within Passage 1, the main purpose of the first two paragraphs (lines 1-8) is to
A) offer historical background in order to question the uniqueness of two
researchers findings.
B) offer interpretive context in order to frame the discussion of an
experiment and its results.
C) introduce a scientific principle in order to show how an experiments
outcomes validated that principle.
D) present seemingly contradictory stances in order to show how they can
be reconciled empirically.
CONTENT: Rhetoric
KEY: B
SKILL-BUILDING STRATEGY
When reading literature
passages, primary sources,
or current event publications,
ask students to use the
SOAPSTone* method to
analyze the text. Ask students
to identify the Speaker,
Occasion, Audience, Purpose,
Subject, and Tone. Students can
deepen their understanding
of both content and meaning
by comparing these elements
across several documents
focused on a similar theme or
topic. See Appendix B for a
graphic organizer.
*AP instructional strategy.
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Choice D is not the best answer because although the first two
paragraphs do present different perspectives, they are not
seemingly or genuinely contradictory. The second paragraph,
particularly the quotation from Shettleworth, serves mainly
to qualify (not contradict) the position staked out in the first
paragraph by suggesting that while Morgans canon is probably
a sound principle, people still tend to project humanlike levels
of intelligence onto many animals. Moreover, the experiment
depicted in the rest of the passage primarily bears out
Shettleworths claim that We somehow want to prove [birds] are
as smart as people (lines 6-7) and thus does not reconcile the
perspectives found in the opening paragraphs.
2
According to the experiment described in Passage 2, whether the authors
ravens continued to show interest in a formerly new object was dictated
primarily by whether that object was
A)
B)
C)
D)
edible.
plentiful.
conspicuous.
natural.
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SKILL-BUILDING STRATEGY
Ask students to write questions
that investigate understanding
of a lesson or unit. Questions
should be at various levels:
literal, interpretive, and
universal questions that
prompt deeper thinking.*
Students will practice
identifying meaningful and
relevant information in order to
create high quality questions
for their peers to answer.
When students answer their
peers questions, require them
to provide the evidence that
supports their selection.
*AP instructional strategy.
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Choice D is not the best answer because the ravens studied by the
author only preferred those previously novel items that were
edible, whereas the inedible objects became background
items, just like the leaves, grass, and pebbles (lines 60-62). In
other words, natural items did not continue to interest the ravens
unless the items were edible.
3
The crows in Passage 1 and the ravens in Passage 2 shared which trait?
A)
B)
C)
D)
CONTENT: Synthesis/Analyzing
multiple texts
KEY: A
SKILL-BUILDING STRATEGY
Ask students to identify
similarities and differences
in multiple passages. Have
them create a Venn diagram
or develop their own graphic
organizers to organize their
thoughts and facilitate synthesis
and analysis of multiple texts.
Visual representations can
also be used to trace other
kinds of relationships, such
as sequence and cause-effect.
See Appendix B for a range of
graphic organizers.
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4
One difference between the experiments described in the two passages is
that unlike the researchers discussed in Passage 1, the author of Passage 2
A)
B)
C)
D)
CONTENT: Synthesis/Analyzing
multiple texts
KEY: B
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5
Is the main conclusion presented by the author of Passage 2 consistent with
Morgans canon, as described in Passage 1?
A) Yes, because the conclusion proposes that the ravens behavior is a
product of environmental factors.
B) Yes, because the conclusion offers a satisfyingly simple explanation of
the ravens behavior.
C) No, because the conclusion suggests that the ravens exhibit complex
behavior patterns.
D) No, because the conclusion implies that a humanlike quality motivates
the ravens behavior.
CONTENT: Synthesis/Analyzing
Multiple Texts
KEY: D
SKILL-BUILDING STRATEGY
Ask students to locate and
present additional texts that
support an authors conclusion
and to defend their choices
by citing textual evidence
(e.g.,quotations) from the
additional texts. This allows
students to practice both
synthesizing and supporting
their ideas with evidence.
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Number
Percentage of Test
Time Allotted
35 minutes
Total Questions
44 questions
100%
100%
Passage Based
100%
24 questions
20 questions
Words in Context
(Across Reading and Writing and
Language Tests)
8 questions
(2 questions per passage)
Command of Evidence
(Across Reading and Writing and
Language Tests)
8 questions
(2 questions per passage)
18%
14%
Analysis in Science
(Across Math, Reading, and Writing and
Language Tests)
14%
Careers
1 passage; 11 questions
History/Social Studies
1 passage; 11 questions
Humanities
1 passage; 11 questions
Science
1 passage; 11 questions
25%
Passage Contents
Graphics
1 or more graphics in 1 or more sets of questions
Text Types
Argument
12 passages
25%50%
Informative/Explanatory Text
12 passages
25%50%
Nonfiction Narrative
1 passage
25%
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Content Dimension
Description
Text Complexity
The passages on the SAT Writing and Language Test represent a specified range of text
complexities from grades 910 to postsecondary entry.
Expression of Ideas
These questions focus on revision of text for topic development, accuracy (consistency
between text and graphic[s]), logic, cohesion, and rhetorically effective use of language.
Development
These questions focus on revising text in relation to rhetorical purpose. (Prior knowledge
of the topic is not assessed, though consistency of the material within a passage may be.)
Proposition
The student will add, revise, or retain central ideas, main claims, counterclaims, topic
sentences, and the like to structure text and convey arguments, information, and ideas
clearly and effectively.
Support
The student will add, revise, or retain information and ideas (e.g., details, facts,
statistics) intended to support claims or points in text.
Focus
The student will add, revise, retain, or delete information and ideas in text for the sake
of relevance to topic and purpose.
Quantitative
information
The student will relate information presented quantitatively in such forms as graphs,
charts, and tables to information presented in text.
Organization
These questions focus on revision of text to improve the logic and cohesion of text at
the sentence, paragraph, and whole-text levels.
Logical sequence
The student will revise text as needed to ensure that information and ideas are
presented in the most logical order.
Introductions,
conclusions, and
transitions
The student will revise text as needed to improve the beginning or ending of a text or
paragraph to ensure that transition words, phrases, or sentences are used effectively to
connect information and ideas.
These questions focus on revision of text to improve the use of language to accomplish
particular rhetorical purposes.
Precision
The student will revise text as needed to improve the exactness or content
appropriateness of word choice.
Concision
The student will revise text as needed to improve the economy of word choice (i.e., to
eliminate wordiness and redundancy).
The student will revise text as necessary to ensure consistency of style and tone within
a text or to improve the match of style and tone to purpose.
Syntax
The student will use various sentence structures to accomplish needed rhetorical purposes.
Standard English
Conventions
Sentence structure
Sentence formation
Sentence
boundaries
Subordination
and coordination
The student will recognize and correct problems in coordination and subordination in
sentences.
Parallel structure
The student will recognize and correct problems in parallel structure in sentences.
Modifier
placement
The student will recognize and correct problems in modifier placement (e.g.,misplaced
or dangling modifiers).
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These questions focus on editing text to correct inappropriate shifts in verb tense,
voice, and mood and pronoun person and number.
The student will recognize and correct inappropriate shifts in verb tense, voice, and
mood within and between sentences.
Pronoun person
and number
The student will recognize and correct inappropriate shifts in pronoun person and
number within and between sentences.
Conventions of Usage
Pronouns
Pronoun clarity
Possessive
determiners
The student will recognize and correct cases in which possessive determiners (its, your,
their), contractions (its, youre, theyre), and adverbs (there) are confused with each other.
Agreement
Pronounantecedent
agreement
The student will recognize and correct lack of agreement between pronoun and
antecedent.
Subject-verb
agreement
The student will recognize and correct lack of agreement between subject and verb.
Noun agreement
The student will recognize and correct lack of agreement between nouns.
Frequently
confused words
The student will recognize and correct instances in which a word or phrase is confused
with another (e.g., accept/except, allusion/illusion).
Logical comparison
The student will recognize and correct cases in which unlike terms are compared.
Conventional
expression
The student will recognize and correct cases in which a given expression is
inconsistent with standard written English.
Conventions of
Punctuation
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Description
End-of-sentence
punctuation
The student will recognize and correct inappropriate uses of ending punctuation in
cases in which the context makes the intent clear.
Within-sentence
punctuation
The student will correctly use and recognize and correct inappropriate uses of colons,
semicolons, and dashes to indicate sharp breaks in thought within sentences.
Possessive nouns
and pronouns
The student will recognize and correct inappropriate uses of possessive nouns and
pronouns as well as differentiate between possessive and plural forms.
Items in a series
The student will correctly use and recognize and correct inappropriate uses of
punctuation (commas and sometimes semicolons) to separate items in a series.
Nonrestrictive
and parenthetical
elements
The student will correctly use punctuation (commas, parentheses, dashes) to set off
nonrestrictive and parenthetical sentence elements as well as recognize and correct
cases in which restrictive or essential sentence elements are inappropriately set off
with punctuation.
Unnecessary
punctuation
The student will recognize and correct cases in which unnecessary punctuation
appears in a sentence.
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CONTENT: Careers
in rural areas. Say, for example, a large factory is built on the outskirts of a
small town. Traffic to and from that location would increase at the
beginning and end of work shifts. The transportation 5 planners job,
might involve conducting a traffic count to determine the daily number of
vehicles traveling on the road to the new factory. If analysis of the traffic
count indicates that there is more traffic than the 6 current road as it is
designed at this time can efficiently accommodate, the transportation
planner might recommend widening the road to add another lane.
Transportation planners work closely with a number of community
stakeholders, such as government officials and other interested
organizations and individuals. 7 Next, representatives from the local
public health department might provide input in designing a network of
trails and sidewalks to encourage people to walk more. 8 According to
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SKILL-BUILDING STRATEGY
Teach students to use
OPTIC* to interpret
informational graphics:
O write Overview notes about
the graphic;
P zoom in on the Parts
of the visual and describe
important details;
T highlight the words of
the Title;
I identify Interrelationships
among elements of the graphic;
C draw Conclusions about the
graphic as a whole.
*SpringBoard instructional
strategy
2
A)
B)
C)
D)
NO CHANGE
occur, they are
occurs, they are
occurs, it is
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3
A)
B)
C)
D)
NO CHANGE
to design
designing
designs
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NO CHANGE
where job opportunities are more plentiful.
and the majority are employed by government agencies.
DELETE the underlined portion and end the sentence with a period.
5
A)
B)
C)
D)
NO CHANGE
planners job
planners job,
planners job
CONTENT: Conventions of
Punctuation
KEY: B
SKILL-BUILDING STRATEGY
Provide students with a
reading passage containing
several sentences in need
of correction. Ask students
to improve the sentences,
focusing their attention on
the context of the error, its
effect on the sentence, and
the meaning of the sentence
within the passage. You might
introduce such issues as
dangling and other misplaced
modifiers, inappropriate
shifts in verb tense, lack of
agreement between pronouns
and antecedents, and illogical
comparisons between unlike
terms. After students make
corrections, ask them to explain
their reasoning. Students are
thus simultaneously practicing
using language conventions
and supporting their answers
with evidence. Learn more
about standard English
conventions assessed at
SAT Suite of Assessments.
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6
A)
B)
C)
D)
NO CHANGE
current design of the road right now
road as it is now currently designed
current design of the road
7
A)
B)
C)
D)
NO CHANGE
For instance,
Furthermore,
Similarly,
CONTENT: Organization
KEY: B
36
SKILL-BUILDING STRATEGY
Encourage students to attend
to errors in the application of
standard English conventions.
Use released student essay
samples from the College
Board to practice analyzing
text for strength of proposition,
support, focus, and effective
language use. See Appendix C
for sample essays.
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The writer is considering deleting the underlined sentence. Should the
sentence be kept or deleted?
A) Kept, because it provides supporting evidence about the benefits of
walking.
B) Kept, because it provides an additional example of a community
stakeholder with whom transportation planners work.
C) Deleted, because it blurs the paragraphs focus on the community
stakeholders with whom transportation planners work.
D) Deleted, because it doesnt provide specific examples of what the
numerous benefits of walking are.
CONTENT: Development
KEY: C
SKILL-BUILDING STRATEGY
Ask students to review text
messages, then correct
grammatically incomplete
sentences; problems with endof-sentence punctuation and
punctuation within sentences;
and cases of nonstandard
expression (when words and
phrases are used in a way not
typical of standard written
English) according to standard
English conventions. Discuss
how these changes influence
the tone and meaning of the
messages.
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9
A)
B)
C)
D)
NO CHANGE
People, who pursue careers in transportation planning,
People who pursue careers, in transportation planning,
People who pursue careers in transportation planning,
CONTENT: Conventions of
Punctuation
KEY: A
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A)
B)
C)
D)
NO CHANGE
varied, and including
varied and which include
varied, which include
SKILL-BUILDING STRATEGY
Familiarize students with the
analysis of data, graphs, and
charts in conjunction with
text. Using the informational
graphics in a textbook or
periodical, provide students
with inaccurate interpretations
of data and ask them to
correct the error(s). Have them
explicitly describe the data they
used to make each correction.
11
Which choice completes the sentence with accurate data based on the graph?
A) NO CHANGE
B) warning, however, that job growth in urban and regional planning will
slow to 14 percent by 2020.
C) predicting that employment of urban and regional planners will
increase 16 percent between 2010 and 2020.
D) indicating that 14 to 18 percent of urban and regional planning
positions will remain unfilled.
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CONTENT: Development
KEY: C
Optional Essay
The optional Essay will be offered at the conclusion of the
required Reading, Writing and Language, and Math Tests.
Students may choose not to take this portion of the redesigned
SAT, and some postsecondary institutions may choose not to
require it. Students who are deciding whether to take the Essay
should determine whether it is required by one or more schools to
which they wish to apply.
Unlike many standardized direct-writing assessments, the
redesigned SAT Essay will not elicit students subjective opinions.
Instead of simply emulating the form of evidence used by asking
students to draw on their own experiences or imaginations, the
Essay will require students to make purposeful, substantive use
of textual evidence in a way that can be objectively evaluated.
The Essay task will remain consistent for all administrations of
the redesigned SAT; only the passage on which students base
their responses will change. The Essay shares key elements with
both the Reading and Writing and Language Tests (see page 14);
The Essay will connect reading and writing in a manner that
both embodies and reinforces the interdependency of these ELA/
literacy skills. The Essay rubric and several sample student essays
are available in Appendix C.
In broad terms, essay responses will be evaluated across three
dimensions: reading (for demonstrated comprehension of the
40
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50 minutes
Number
Percentage of test
Prompts
100%
100%
100%
100%
Passage Content
Arguments Written for a Broad Audience
Text Complexity
High School Reading Level (grades 912)
Analytic Scoring (Provisional)*
Reading
14 scale
Analysis
14 scale
Writing
14 scale
* The College Boards current thinking is represented here. Scores of 2 to 8, the combined scores of two raters each scoring on a scale of 1 to 4,
will be reported. The final nature of the scoring is dependent on further research.
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Essay Prompt:
As you read the passage below, consider how [the author] uses
SKILL-BUILDING STRATEGY
Use the SAT Essay prompt
with passages relevant to your
curriculum (science, social
studies, health, career), giving
students the opportunity to
analyze quality pieces of writing
in the content areas, and also
practice with the prompt.
Your essay should not explain whether you agree with [the authors]
claims, but rather explain how [the author] builds an argument to
persuade [his/her] audience.
Description
Reading
Analysis
Writing
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Adapted from Paul Bogard, Let There Be Dark. 2012 by the Los Angeles Times.
Originally published December 21, 2012.
Line
5
10
15
20
25
30
35
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SKILL-BUILDING STRATEGY
To ensure that your students
understand the difference
between opinion, argument, and
analysis, assign all three types
of writing. Require students
to use evidence to support
their analyses of nonfiction
documents. Remind them
that the SAT Essay will ask for
evidence-based claims, not their
personal opinions.
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ESSAY SAMPLE
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Yet all over the world, our nights are growing brighter. In the
United States and Western Europe, the amount of light in the sky
increases an average of about 6% every year. Computer images of the
United States at night, based on NASA photographs, show that what
was a very dark country as recently as the 1950s is now nearly covered
with a blanket of light. Much of this light is wasted energy, which
means wasted dollars. Those of us over 35 are perhaps among the last
generation to have known truly dark nights. Even the northern lake
where I was lucky to spend my summers has seen its darkness
diminish.
It doesnt have to be this way. Light pollution is readily within our
ability to solve, using new lighting technologies and shielding existing
lights. Already, many cities and towns across North America and Europe
are changing to LED streetlights, which offer dramatic possibilities for
controlling wasted light. Other communities are finding success with
simply turning off portions of their public lighting after midnight. Even
Paris, the famed city of light, which already turns off its monument
lighting after 1 a.m., will this summer start to require its shops, offices and
public buildings to turn off lights after 2 a.m. Though primarily designed to
save energy, such reductions in light will also go far in addressing light
pollution. But we will never truly address the problem of light pollution
until we become aware of the irreplaceable value and beauty of the
darkness we are losing.
44
SKILL-BUILDING STRATEGY
Use the sample student essays
in Appendix C of this guide to
extend understanding of the
SAT Essay prompt. Immerse
students in the samples, and
help them notice components
and characteristics common
to all, in addition to analyzing
and identifying areas for
improvement.
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SKILL-BUILDING STRATEGY
Students benefit from using
a rubric to analyze their
writingrubrics provide a
clear description of the skills,
knowledge, and understandings
they must demonstrate. Give
students the opportunity to
compare the rubric to their
work, and to the writing of
their peers, evaluating areas in
which they met the standards
of the rubric and areas in which
they need improvement. See
Appendix C for the SAT essay
rubric.
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Math Test
The overall aim of the SAT Math Test is to assess fluency with,
understanding of, and ability to apply the mathematical concepts
that are most strongly prerequisite for and useful across a wide
range of college majors and careers.
The test will reward a stronger command of fewer important
topics. Students will need to exhibit command of mathematical
practices, fluency with mathematical procedures, and conceptual
understanding of mathematical ideas. The exam will also provide
opportunities for richer applied problems.
The Math Test will have a calculator portion and a no-calculator
portion. In the calculator portion, students can use their
calculators to perform routine computations more efficiently,
enabling them to focus on mathematical applications and
reasoning. However, the calculator is a tool that students must
use strategically, deciding when and how to use it. There will be
some questions in the calculator portion that can be answered
more efficiently without a calculator. In these cases, students
who make use of structure or their ability to reason will most
likely reach the solution more rapidly than students who use
a calculator.
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80 minutes
Calculator Portion
55 minutes
No-Calculator Portion
25 minutes
Number
Percentage of test
Total Items
58 questions
100%
45 questions
78%
13 questions
22%
19 questions
33%
17 questions
29%
16 questions
28%
6 questions
10%
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Description
1. Create and use linear equations in one variable to solve problems in a variety of contexts.
2. Create a linear equation in one variable, and when in context interpret solutions in terms
of the context.
3. Solve a linear equation in one variable making strategic use of algebraic structure.
4. For a linear equation in one variable,
a. interpret a constant, variable, factor, or term in a context;
b. determine the conditions under which the equation has no solution, a unique solution,
or infinitely many solutions.
5. Fluently solve a linear equation in one variable.
Linear functions
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Content Dimension
Description
A linear equation in two variables can be used to represent a constraint or condition on two
variable quantities in situations where neither of the variables is regarded as an input or an
output. A linear equation can also be used to represent a straight line in the coordinate plane.
1. Create and use a linear equation in two variables to solve problems in a variety
of contexts.
2. Create a linear equation in two variables to model a constraint or condition on
two quantities.
3. For a linear equation in two variables that represents a context,
a. interpret a solution, constant, variable, factor, or term based on the context, including
situations where seeing structure provides an advantage;
b. given a value of one quantity in the relationship, find a value of the other, if it exists.
4. Make connections between tabular, algebraic, and graphical representations of a linear
equation in two variables by
a. deriving one representation from the other;
b. identifying features of one representation given the other representation;
c. determining how a graph is affected by a change to its equation.
5. Write an equation for a line given two points on the line, one point and the slope of the
line, or one point and a parallel or perpendicular line.
1. Create and use a system of two linear equations in two variables to solve problems in a
variety of contexts.
2. Create a system of linear equations in two variables, and when in context, interpret
solutions in terms of the context.
3. Make connections between tabular, algebraic, and graphical representations of the
system by deriving one representation from the other.
4. Solve a system of two linear equations in two variables, making strategic use of
algebraic structure.
5. For a system of linear equations in two variables,
a. interpret a solution, constant, variable, factor, or term based on the context, including
situations where seeing structure provides an advantage;
b. determine the conditions under which the system has no solution, a unique solution,
or infinitely many solutions.
6. Fluently solve a system of linear equations in two variables.
Linear inequalities in
one or two variables
1. Create and use linear inequalities in one or two variables to solve problems in a variety
of contexts.
2. Create linear inequalities in one or two variables, and when in context, interpret the
solutions in terms of the context.
3. For linear inequalities in one or two variables, interpret a constant, variable, factor, or
term, including situations where seeing structure provides an advantage.
4. Make connections between tabular, algebraic, and graphical representations of linear
inequalities in one or two variables by deriving one from the other.
5. Given a linear inequality or system of linear inequalities, interpret a point in the solution set.
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Description
Ratios, rates,
proportional
relationships,
and units
Items will requires students to solve problems by using a proportional relationship between
quantities, calculating or using a ratio or rate, and/or using units, derived units, and unit conversion.
1. Apply proportional relationships, ratios, rates, and units in a wide variety of contexts.
Examples include but are not limited to scale drawings and problems in the natural and
social sciences.
2. Solve problems involving
a. derived units, including those that arise from products (e.g., kilowatt-hours) and quotients
(e.g., population per square kilometer)
b. unit conversion, including currency exchange and conversion between different
measurement systems.
3. Understand and use the fact that when two quantities are in a proportional relationship, if one
changes by a scale factor, then the other also changes by the same scale factor.
Percentages
1. Use percentages to solve problems in a variety of contexts. Examples include, but are not
limited to, discounts, interest, taxes, tips, and percent increases and decreases for many
different quantities.
2. Understand and use the relationship between percent change and growth factor (5% and 1.05,
for example); include percentages greater than or equal to 100%.
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Content Dimension
Two-variable
data: Models and
scatterplots
Description
1. Using a model that fits the data in a scatterplot, compare values predicted by the model to
values given in the data set.
2. Interpret the slope and intercepts of the line of best fit in context.
3. Given a relationship between two quantities, read and interpret graphs and tables modeling
the relationship.
4. Analyze and interpret data represented in a scatterplot or line graph; fit linear, quadratic, and
exponential models.
5. Select a graph that represents a context, identify a value on a graph, or interpret information
on the graph.
6. For a given function type (linear, quadratic, exponential), choose the function of that type that
best fits given data.
7. Compare linear and exponential growth.
8. Estimate the line of best fit for a given scatterplot; use the line to make predictions.
Probability and
conditional
probability
Use one- and two-way tables, tree diagrams, area models, and other representations
to find relative frequency, probabilities, and conditional probabilities.
1. Compute and interpret probability and conditional probability in simple contexts.
2. Understand formulas for probability, and conditional probability in terms of frequency.
Inference from
sample statistics
and margin of
error
1. Use sample mean and sample proportion to estimate population mean and population
proportion. Utilize, but do not calculate, margin of error.
2. Interpret margin of error; understand that a larger sample size generally leads to a smaller
margin of error.
1. With random samples, describe which population the results can be extended to.
Evaluating
statistical claims:
Observational
studies and
experiments
2. Given a description of a study with or without random assignment, determine whether there is
evidence for a causal relationship.
3. Understand why random assignment provides evidence for a causal relationship.
4. Understand why a result can be extended only to the population from which the sample was
selected.
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Description
1. Make strategic use of algebraic structure and the properties of operations to identify and
create equivalent expressions, including
a. rewriting simple rational expressions;
b. rewriting expressions with rational exponents and radicals;
c. factoring polynomials.
2. Fluently add, subtract, and multiply polynomials.
Nonlinear
equations in
one variable
and systems of
equations in two
variables
1. Make strategic use of algebraic structure, the properties of operations, and reasoning about
equality to
a. solve quadratic equations in one variable presented in a wide variety of forms; determine
the conditions under which a quadratic equation has no real solutions, 1 real solution, or 2
real solutions;
b. solve simple rational and radical equations in one variable;
c. identify when the procedures used to solve a simple rational or radical equation in one
variable lead to an equation with solutions that do not satisfy the original equation
(extraneous solutions);
d. solve polynomial equations in one variable that are written in factored form;
e. solve linear absolute value equations in one variable;
f. solve systems of linear and nonlinear equations in two variables, including relating the
solutions to the graphs of the equations in the system.
2. Given a nonlinear equation in one variable that represents a context, interpret a solution,
constant, variable, factor, or term based on the context, including situations where seeing
structure provides an advantage.
3. Given an equation or formula in two or more variables that represents a context, view it as an
equation in a single variable of interest where the other variables are parameters and solve for
the variable of interest.
4. Fluently solve quadratic equations in one variable, written as a quadratic expression in
standard form equal to zero, where using the quadratic formula or completing the square is
the most efficient method for solving the equation.
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Content Dimension
Description
Nonlinear
functions
1. Create and use quadratic or exponential functions to solve problems in a variety of contexts.
2. For a quadratic or exponential function,
a. identify or create an appropriate function to model a relationship between quantities;
b. use function notation to represent and interpret input/output pairs in terms of a context and
points on the graph;
c. for a function that represents a context, interpret the meaning of an input/output pair,
constant, variable, factor, or term based on the context, including situations where seeing
structure provides an advantage;
d. determine the most suitable form of the expression representing the output of the function
to display key features of the context, including
i. selecting the form of a quadratic that displays the initial value, the zeros, or the
extreme value;
ii. selecting the form of an exponential that displays the initial value, the end-behavior
(for exponential decay), or the doubling or halving time;
e. make connections between tabular, algebraic, and graphical representations of the function, by
ii. identifying features of one representation given the another representation, including
maximum and minimum values of the function;
3. For a factorable or factored polynomial or simple rational function,
a. use function notation to represent and interpret input/output pairs in terms of a context and
points on the graph;
b. understand and use the fact that for the graph of y = f (x), the solutions to f (x) = 0
correspond to x-intercepts of the graph and f (0) corresponds to the y-intercept of the graph;
interpret these key features in terms of a context;
c. identify the graph given an algebraic representation of the function and an algebraic
representation given the graph (with or without a context).
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Description
1. Solve real-world and mathematical problems about a geometric figure or an object
that can be modeled by a geometric figure using given information such as length,
area, surface area, or volume.
a. Apply knowledge that changing by a scale factor of k changes all lengths by a
factor of k, changes all areas by a factor of k 2, and changes all volumes by a factor
of k 3.
b. Demonstrate procedural fluency by selecting the correct area or volume formula
and correctly calculating a specified value.
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Content Dimension
Circles
Description
1. Use definitions, properties, and theorems relating to circles and parts of circles,
such as radii, diameters, tangents, angles, arcs, arc lengths, and sector areas, to
solve problems.
2. Solve problems using
a. radian measure;
b. trigonometric ratios in the unit circle.
3. Create an equation to represent a circle in the xy-plane.
4. Describe how
a. a change to the equation representing a circle in the xy-plane affects the graph of
the circle;
b. a change in the graph of the circle affects the equation of the circle.
5. Understand that the ordered pairs that satisfy an equation of the form
(x h)2 + (y k)2 = r 2 form a circle when plotted in the xy-plane.
6. Convert between angle measures in degrees and radians.
7. Complete the square in an equation representing a circle to determine properties
of the circle when it is graphed in the xy-plane, and use the distance formula in
problems related to circles.
Complex numbers
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SKILL-BUILDING STRATEGY
Provide students with
explanations and/or equations
that incorrectly describe
a graph. Ask students to
identify the errors and provide
corrections, citing the reasoning
behind the change.
If line is translated up 5 units and right 7 units, then what is the slope of
the new line?
2
A) _
5
_
B) 3
2
_
C) 8
9
1
_
D) 1
14
CONTENT: Heart of Algebra
KEY: B
CALCULATOR USAGE:
No-Calculator
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Heart of Algebra
2
The toll rates for crossing a bridge are $6.50 for a car and $10 for a truck.
During a two-hour period, a total of 187 cars and trucks crossed the
bridge, and the total collected in tolls was $1,338. Solving which of
thefollowing systems of equations yields the number of cars, x, and the
number of trucks, y, that crossed the bridge during the two hours?
A)
x + y = 1,338
6.5x + 10 y = 187
B)
x + y = 187
1,338
6.5x + 10 y =
2
C)
x + y = 187
6.5x + 10 y = 1,338
D)
x + y = 187
6.5x + 10 y = 1, 338 2
KEY: C
SKILL-BUILDING STRATEGY
Students can organize
information using multiple tools
to present data and answer a
question or show a problem
solution. Ask students to
create pictures, tables, graphs,
lists, models, and/or verbal
expressions to interpret text
and/or data to help them arrive
at a solution.
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and total tolls collected with the two numerical values given. The
expression x + y represents the total number of cars and trucks
that crossed the bridge, which is 187.
Choice B is not the correct answer. The student may have
Heart of Algebra
3
When a scientist dives in salt water to a depth of 9 feet below the surface,
the pressure due to the atmosphere and surrounding water is 18.7 pounds
per square inch. As the scientist descends, the pressure increases linearly.
At a depth of 14 feet, the pressure is 20.9 pounds per square inch. If the
pressure increases at a constant rate as the scientists depth below the
surface increases, which of the following linear models best describes the
pressure p in pounds per square inch at a depth of d feet below the surface?
A)
B)
C)
D)
p = 0.44d + 0.77
p = 0.44d + 14.74
p = 2.2d 1.1
p = 2.2d 9.9
KEY: B
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SKILL-BUILDING STRATEGY
Ask students to solve problems
that require multiple steps to
arrive at the solution. Notice
in this problem, students first
must determine the rate that
pressure in the atmosphere is
increasing as depth increases,
then determine the pressure
due to the atmosphere.
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the model that can be used to relate the pressure and the depth is
p=0.44d + 14.74.
Choice A is not the correct answer. The rate is calculated correctly,
but the student may have incorrectly used the ordered pair (18.7, 9)
rather than (9, 18.7) to calculate the pressure at a depth of 0feet.
Choice C is not the correct answer. The rate here is incorrectly
calculated by subtracting 20.9 and 18.7 and not dividing by 5.
The student then uses the coordinate pair d 5 9 and p = 18.7 in
conjunction with the incorrect slope of 2.2 to write the equation of
the linear model.
30,329
No response
9,468
Total
63,008
35- to 54-year-olds
47,085
17,721
9,476
74,282
55- to 74-year-olds
43,075
10,092
6,831
59,998
12,459
3,508
1,827
17,794
132,948
54,532
27,602
215,082
4
A)
B)
C)
D)
18- to 34-year-olds
35- to 54-year-olds
55- to 74-year-olds
People 75 years old and over
KEY: C
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, which is
percentage of self-reported voters is 70.0%, or _
17,794
less than that of the 55- to 74-year-old group.
62
SKILL-BUILDING STRATEGY
As students work in small
groups to solve problems,
facilitate discussions in which
they communicate their own
thinking and critique the
reasoning of others as they
work toward a solution. Ask
open-ended questions. Direct
their attention to real-world
situations to provide context for
the problem.
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KEY: D
3
10
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SKILL-BUILDING STRATEGY
Help students strengthen
their skills in problem solving
and data analysis by reading
and understanding graphs in
many contexts. Ask them to
find a chart/graph/table from a
periodical and write a series of
questions about the graphic to
be discussed in class. Challenge
them to dig deep into the
data and the purpose of the
graphic, then ask meaningful
questions about it. Ask them to
present purposefully incorrect
interpretations and ask the class
to correct their analyses.
KEY: B
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( )
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CONTENT: Passport to
Advanced Math
KEY: A
24
12
= 1?
x +1 x 1
CALCULATOR USAGE:
No calculator
KEY: 5 or 7
Students should look for the best solution methods for solving
rational equations before they begin. Looking for structure and
common denominators will prove very useful at the onset, and will
help prevent complex computations that do not lead to a solution.
SKILL-BUILDING STRATEGY
Use Guess and Check* to
explore different ways to solve a
problem when other strategies
for solving are not obvious.
Students first guess the solution
to a problem, then check that
the guess fits the information in
the problem and is an accurate
solution. They can then work
backward to identify proper
steps to arrive at the solution.
*SpringBoard instructional strategy
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( )
?
Which of the following is equal to sin __
5
A) cos __
5
__
B) sin 5
( )
( )
( )
7
D) sin ___
10
CALCULATOR USAGE: No
Calculator
KEY: C
( )
( )
Choice A is not the correct answer. This answer may result from
to
remembers the relationship between sine and cosine and adds __
2
the angle measure instead of subtracting the angle measure from __
.
2
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SKILL-BUILDING STRATEGY
Assign math problems for
students to solve without the
use of a calculator. Assign
problems for which the
calculator is actually a deterrent
to expedience and give students
the choice whether to utilize the
calculator. Discuss how to solve
both ways, and which method is
more advantageous.
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24
ft
An architect drew the sketch below while designing a house roof. The
dimensions shown are for the interior of the triangle.
x
32 ft
.
1
2
3
4
5
6
7
8
9
CONTENT: Additional Topics in
Math
/ /
. . .
0 0 0
1 1 1
2 2 2
3 3 3
4 4 4
5 5 5
6 6 6
7 7 7
8 8 8
9 9 9
CALCULATOR USAGE: Calculator
KEY: __
2, __
4, ___
8 , .666, .667
3 6 12
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SECTION 4:
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Student Reports
Students will have online access to their own information and may
also opt in to receive paper score reports for SAT. For PSAT/NMSQT,
PSAT 10, and PSAT 8/9, schools will be provided a single copy of
the student paper score report for distribution to the students and/
or parents. Students will be able to access data on their desktop,
tablet, and mobile phone and link to Khan Academy and Big Future.
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Available
December 2015
May 2016
May 2016
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SECTION 5:
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2.
3.
4.
5.
6.
7.
8.
9.
10.
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Appendices
APPENDIX A:
General Instructional
Strategies for Reading:
Require students to practice reading and analyzing extended
passages of text at varied levels of text complexity. The Reading
Test passages span a range of difficulty from the early high
school to early postsecondary (college-entry, credit bearing) levels
of reading.
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The redesigned SAT offers only four choices for each question,
rather than five.
Skill-Building Strategies:
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Appendices
Skill-Building Strategies:
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Appendices
The prompt used for the SAT Essay will be consistent for all
administrations. The passage will differ.
Skill-Building Strategies
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Skill-Building Strategies:
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Appendices
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APPENDIX B:
Graphic Organizers
SOAPSTone
Analysis
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Textual Support
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Appendices
Venn Diagram
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OPTIC
O Overview
Write Overview notes about the
informational graphic.
P Parts
Zoom in on the Parts of the visual and
describe important details.
T Title
Record the Title.
I Interrelationships
Identify Interrelationships among
elements of the graphic.
C Conclusions
Draw Conclusions about the graphic
as a whole.
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Appendices
Word Map
Visual
Academic
Vocabulary
Word
Example
Example
Example
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Web Organizer
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Appendices
APPENDIX C:
Reading
Analysis
Writing
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Reading
Analysis
Writing
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Appendices
Reading
Analysis
Writing
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Score Explanation
Reading4: This response demonstrates thorough
comprehension of the source text through skillful use of
paraphrases and direct quotations. The writer briefly summarizes
the central idea of Bogards piece (natural darkness should be
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Appendices
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Score Explanation
Reading3: This response demonstrates effective understanding
of the passage, with increasing evidence as the response
continues. In the second paragraph, the writer discusses the
personal experience of the night sky that Bogard draws on;
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Appendices
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Score Explanation
Reading2: This writer demonstrates some comprehension of the
passage. In the first paragraph, the writer conveys the passages
broad central pointthe importance of natural darkness. The
writer also shows an understanding of the comparison Bogard
draws between his own past and the present day (the times
have definitely changed and natural darknesss value has been
lost in society, replaced with artificial light). In the paragraph that
follows, the writer briefly cites Bogards point about the negative
health implications of too much artificial light. However, this is
the last evidence of understanding the writer provides, as the
essay ends almost immediately afterward. Overall, the writer has
demonstrated partial understanding of the source text.
Analysis2: The response offers some limited analysis of the
source text, demonstrating partial understanding of the analytical
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Score Explanation
Reading2: This response demonstrates some comprehension
of Bogards text. Although this essay consists almost entirely of
two quotations taken directly from the passage, the writer does
show an understanding of two of Bogards main pointsdarkness
is crucial to humans and to animalsby selecting and briefly
summarizing two important lines of text. However, the writer
demonstrates no deeper understanding of the passages main
ideas or important details. Overall, this response demonstrates
partially successful reading comprehension.
Analysis1: The response demonstrates no understanding of the
analytical task. The writer does not attempt to analyze Bogards
use of evidence, reasoning, or stylistic or persuasive elements.
Instead, the writer merely cites two sentences from the passage
and offers a brief restatement of each point. Overall, this response
demonstrates inadequate analysis.
Writing1: This essay demonstrates little cohesion and
inadequate skill in the use and control of language. The essay
begins with a very broad central claim (In Let there be dark,
Paul Bogard talks about the importance of darkness) but otherwise
lacks a recognizable introduction and conclusion. The writers
two main ideas are separated into two separate paragraphs,
but because there is little original writing here, there is no clear
evidence of the writers ability to logically order or advance ideas.
There is also little evidence of the writers ability to vary sentence
structure. Overall, this essay does not provide enough evidence of
writing ability to warrant a score higher than a 1.
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